Robotics Education Learning Links - Home - Macquarie · PDF filePiagets social constructivism...

Document prepared by S. Boyd, J. Burfoot, C. Howe of 25

© 2014 MacICT

Robotics Education Learning Links

NSW Syllabuses for the Australian Curriculum | Stage 4-5

Document prepared by J. Burfoot, C. Howe and A. Fennell of 25

© 2013 MacICT

Contents Rationale ............................................................................................................................................. 3

Learning across the curriculum icons ...................................................................................... 4

LEGO® Mindstorms NXT Overview ........................................................................................... 5

LEGO® Mindstorms EV3 Overview ........................................................................................... 6

Stage 4 Links ...................................................................................................................................... 8

Science ............................................................................................................................................. 8

Mathematics ............................................................................................................................... 10

English .......................................................................................................................................... 12

Technology (Mandatory) ...................................................................................................... 13

Design and Technology .......................................................................................................... 14

Stage 5 Links ................................................................................................................................... 15

Science .......................................................................................................................................... 15

Information Software and Technology (IST) ................................................................ 17

Design and Technology .......................................................................................................... 19

Mathematics ............................................................................................................................... 20

English .......................................................................................................................................... 25


© 2013 MacICT

Rationale Robots are more prevalent in our society than ever before, with strong links to private and government sectors such as automotive and defense as well as rural industries including beef cattle and agriculture. Thanks to improvements to battery and microprocessor technology in the 21st Century, robots have also become an affordable, educational commodity. Educational robotics is now a proven teaching resource for helping Secondary students collaborate and persevere when solving problems. It offers students big ‘E’ engagement that is tactile, interactive and fun. Students are often self-motivated to seek out solutions on their own and thereby gain authentic learning. The conceptual background to educational robotics is a theoretical example of Piaget’s social constructivism whereby students acquire knowledge in meaningful, social contexts. 1 Papert distinguishes the more practical notion of ‘constructionism’, which emphasises knowledge constructed when students are actively engaged in building objects. 2 When facilitated within the context of a society burgeoning with robot technology, robotics education can also help inform students with more vocational options in the field of robotics when they leave school consider university or enter the workforce. This paper will highlight the learning links when using Lego Mindstorms NXT or EV3 educational robotics to the Knowledge, Understanding and Skills Outcomes in the NSW Board of Studies Syllabuses for the Australian Curriculum: Science, Mathematics, English, Technology (Mandatory), Design and Technology, Information and Software Technology (IST) in Stages 4 and 5. Where applicable, this paper will also link the appropriate ‘Cross-curriculum priorities’ and ‘general capabilities’ and other areas identified as important learning for all students. These links are displayed using specific icons under the heading “Learning across the curriculum” in each table throughout this document. Go to page 4 for a brief explanation of these icons. 1. Miglino, O., Lund, H., & Cardaci, M. (1999). Robotics as an Educational Tool. Journal of

Interactive Learning Research, 10(1), 25-47. 2. Chambers, J., Carbonaro, M., & Murray, H. (2008). Developing Conceptual Understanding of

Mechanical Advantage through the Use of LEGO® Robotic Technology. Australasian Journal of Educational Technology, 24(4), 387-401.


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Learning across the curriculum icons Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the Board of Studies K–10 Curriculum Framework and Statement of Equity Principles, and in the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face.

General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.

The Board's syllabuses include other areas identified as important learning for all students. The icons below are shown in each table of this document and used across the NSW syllabuses for the Australian curriculum.

Reference: The information above has been adapted from the NSW Board Of Studies website and the new Science K-10 (incorporating Science and Technology K-6) syllabus for the Australian curriculum.


© 2013 MacICT

LEGO® Mindstorms NXT Overview The LEGO® Mindstorms® NXT robot is the successor to the LEGO® RCX robot. Apart from its appearance, the first noticeable differences are the two extra sensors (sound and ultrasonic). Inside the intelligent ‘brick’ is a powerful 32-bit processor with larger internal memory and RAM than its predecessor. The LEGO® 9797 Education base set also features a rechargeable battery pack. The Education 2.0 software, which is compatible on both PC and Mac, also allows students to access programming prompts from the “Robot Educator” link. Software can be downloaded onto the NXT robot via USB cable or Bluetooth® technology. Outputs (motors, lights) The NXT robot has several standard outputs, including three motors, an electronic display, speaker and light bulbs. The display and speaker are hard-wired into the robot and therefore cannot be detached. Other outputs such as light bulbs and motors can be attached or removed where necessary to the three (3) output ports located at the top of the NXT ‘brick’, labelled ‘A’, ‘B’ and ‘C’. Inputs (all sensors) The NXT robot has a total of four (4) standard sensors, including touch (x2), sound, light and distance (ultrasonic). All sensors are detachable via customised leads that connect into ports ‘1’, ‘2’, ‘3’ and ‘4’, located at the base of the ‘brick’. Each NXT motor also features an inbuilt rotation sensor, which can be programmed through the Mindstorms software. Software and Programming Programming movements and commands into the NXT brick is based on selecting and dragging individual icons (or blocks) onto a sequence beam. Releasing the icons on the beam automatically holds and connects the blocks from one to the other. For basic programming, the Common Palette, which is displayed vertically on the far left hand side of the screen, offers users and beginners a click-and-drag system of the most popular and general command icons. For intermediate and advanced programming, the Complete Palette contains a wide range of command icons as well as the basic icons of the Common Palette. The Custom Palette allows users to create their own command icons by converting any arrangement of icons into one icon block, known as a “My Block”.

Data Logging The NXT Mindstorms® Education 2.0 software also allows users to upload data from the NXT robot. Up to four inputs can be selected at once to collect data from a variety of sensor options including light, temperature, colour and sound. To upload and analyse data you will first need to switch software skins from “NXT Programming” to “NXT Data Logging” by clicking the Mindstorms icon located at the top left hand corner of your screen.


© 2013 MacICT

LEGO® Mindstorms EV3 Overview The LEGO® Mindstorms® EV3 robot is the successor to the LEGO® NXT robot. Inside the new EV3 is a Linux Base operating system with a powerful ARM9 300MHz processor and 64MB RAM. Similar in size and looks to its predecessor, the EV3 robot arrived in Australia in August 2013, and became available to both the retail and education sectors. Slight differences in content exist between the retail and education sets. The LEGO® 45544 Education EV3 Core Set comes with three (3) motors and five (5) separate sensors and rechargeable battery pack. The main changes since the previous model include a smaller “medium-sized” motor, a gyro sensor, and colour sensor. Although the sound sensor is no longer part of the standard suite of EV3 sensors, any NXT sound sensor and most other NXT sensors can still be programmed to work with the new EV3 brick. The new software is also backwards compatible, which means that the NXT can be programmed on the EV3 software as well. This makes it handy for migrating from NXT to EV3 software, while still making use of any NXT technology within the learning space. The intelligent EV3 brick has been redesigned to include an extra output port, bringing the total to four (4). It still offers four (4) input sensor ports and also comes with a micro SD slot and USB socket, used mainly for greater data logging capabilities and ‘daisy-chaining’ multiple bricks. It also features LEDs around the centre button configuration that can be programmed as an output to illuminate up to three (3) different colours (red, green and amber). The EV3 brick is also Wi-Fi ready when used with a compatible Wi-Fi dongle, which is an optional extra. Outputs (motors, lights) The EV3 brick has provisions for up to four (4) external outputs that can be connected to motors or light assemblies through ports “A-D”. Other outputs exist on the EV3 brick including an LCD display for images and text, speaker for sound and internal LEDs for colour. Inputs (all sensors) The EV3 brick can utilise up to four (4) external sensors through ports “1-4”. The EV3 sensors have a capacity and speed three times faster than the NXT. Each EV3 motor also features an inbuilt rotation sensor. The EV3’s standard colour sensor can also be used in reflected or ambient light modes. The EV3’s brick buttons can be programmed as touch sensors as well. Software and Programming Programming movements and commands with the Mindstorms® Education EV3 software is based on selecting and dragging individual blocks in sequence from a choice of 6 coloured palettes. All ‘action’ blocks, for instance, such as movement, sound, coloured light and display, are located under the green palette. Unlike the NXT software, there is no additional detail shown below the program when highlighting a block. Instead, the EV3 software contains all the instructions


© 2013 MacICT

of the block’s program within the block itself, and by selecting additional options as required. Software can be downloaded onto the EV3 robot via USB cable or Bluetooth® technology. The EV3 software, which is compatible on both PC and Mac, includes a new feature known as “Content Editor”, which allows students and teachers to document their progress (or introduce tasks) in a presentation style format, including options to add text, photo, video and sound. This information is saved under an overarching “Project” name. Any ‘programs’ or ‘experiments’ associated with the robot’s movements or commands also forms part of the overall project. Data Logging The Mindstorms® Education EV3 software includes a new feature to data logging known as “Graph Programming”. This allows the user to select specific actions based on the sensors selected and the threshold values entered on the graph displayed. Data logging sampling rates between the software and hardware have been significantly improved to 1000 per second (up from 25). The EV3 also has a greater storage capacity through its larger internal memory and external micro SD slot, which can support up to 32GB. Experiments can also be compiled within “program” mode and uploaded later for viewing and analyses. Data sets can be further analysed using advanced formulas and other mathematical operations. Attribution Some of the ideas for activities in the tables below were adapted from those arising from the 2007 LEGO Engineering Symposium appearing in a document titled: “71 Things to do with LEGO Mindstorms and Data”, retrieved from http://www.depts.ttu.edu/tstem/curriculum/robotics/docs/71_things_to_do_with_lego_mindstorms_and_data.pdf.


© 2013 MacICT

Stage 4 Links Science

Code Description A student:

LEGO Mindstorms NXT/EV3 Activities Learning across the curriculum

Values & Attitudes SC4-1VA

Appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them

Build, program, explore and engage with LEGO NXT/EV3 robots

Pose, design and investigate scientific questions posed by NXT/EV3 software

Analyse and evaluate the changes they make to both the robot and its programming, and the reason/s for the change

Consider the impact of robots on society including the disadvantages such as job replacement.


Shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures

Analyse, design and evaluate a range of fictional and real-world robots for suitability of purpose

Suggest alternative designs for robots to meet different needs or purposes (i.e. What if this robot needed to work underwater?)

Design and construct LEGO NXT/EV3 robots to solve complex real-world issues, including sustainability


Demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science and technology, including ethical considerations

Discuss the current and future use of robots in society including ethical considerations.

Skills: Working Scientifically SC4-4WS

Identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge

Use robots and sensors to test out some scientific predictions. Evaluate a Robot designed to meet a purpose or investigate/solve a

real-world problem


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Collaboratively and individually produces a plan to investigate questions and problems

Design a robot to investigate a physical principle such as force and motion.

Use robots to investigate scientific properties. For example investigate how light is reflected differently by different colours using the colour sensor.

Use a light sensor to follow a line.


Follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually

Design and make a robot using LEGO pieces, including motors and sensors, according to a set of instructions, to complete a specific task.

Incorporate other technologies, such as Bluetooth, to enhance robot performance and autonomy


Processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships and draw conclusions

Investigate some physical principles such as force and motion using the Data Logging software to make measurements and confirm existing scientific laws.


Selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems

Purposefully design, build, program, evaluate and adapt LEGO NXT/EV3 robots to solve authentic and/or complex problems


Presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations

Present findings on robot investigations to peers.

Knowledge & Understanding: Natural Environment Earth and Space

SC4-13ES

Explains how advances in scientific understanding of processes that occur within and on the Earth influence the choices people make about resource use and management

Consider how robot design is influenced by our choice of resource use and management stemming from our understanding of our environment.

Design and build a robot that can simulate a task that is normally provided by local Council services


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Stage 4 Links Mathematics



Working Mathematically Communicating MA4-1WM

Communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols

Students explain how the number of rotations of the robots wheel is related to the distance travelled. (circumference of a circle, no. of rotations, etc..)

Working Mathematically Problem Solving MA4-2WM

Applies appropriate mathematical techniques to solve problems

Calculate the distance travelled by a robot using the rotation sensor on the robot and explain the underlying mathematical concepts used.

Working Mathematically Reasoning MA4-3WM

Recognises and explains mathematical relationships using reasoning

Get the students to predict the radius of a robot’s wheel using measurements and mathematical formula and distance travelled.

Number & Algebra

Whole Numbers

MA4-4NA

Compares, orders and calculates with integers, applying a range of strategies to aid computation

Program a robot using the maths blocks to display different types of counters using touch sensors; e.g., every time a button is pressed it displays the next multiple of ‘5’

Number & Algebra

Fractions & Decimals

MA4-5NA

Operates with fractions, decimals and percentages

Use the light sensor in ambient light mode, which gives a percentage reading, to program a robot to act like a vampire; i.e. different behavior during the night and the day

Program the robot to drive in a square using only the number of rotations which forces students to use decimals.


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Number & Algebra

Rates & Ratios MA4-7NA

Operates with ratios and rates, and explores their graphical representations

Compare the time it takes cars with different gear ratios to travel 1 meter. Graph the data and discuss.

Number & Algebra

Linear Relations MA4-11NA

Creates and displays number patterns; graphs and analyses linear relationships and performs transformations on the Cartesian plane

Using a robot and the Data Logger, make several measurements of distance travelled and time taken and then arrive at an average measure of speed using graphical methods.

Measurement & Geometry Length

MA4-12MG

Calculates the perimeters of plane shapes and the circumferences of circles

Program a robot to calculate the perimeter of different shapes by following their outline and recording distance travelled.

Use the rotation sensor on the robot in tandem with the circumference formula to measure the exact distance travelled.

Statistics & Probability

Data Collection & Representation

MA4-19SP

Collects, represents and interprets single sets of data, using appropriate statistical displays

Take temperature readings overnight using a robot and the Data Logger and graph and analyse the data using various statistical methods.


Single Variable Data Analysis

MA4-20SP

Analyses single sets of data using measures of location and range

Take light readings overnight with a robot and the Data Logger and analyse them using measures of location and range.


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Stage 4 Links English



Communicate EN4-1A

Responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

Document a set of instructions to explain how to operate or make changes to a current program or to operate a robot to complete a specific task

Communicate EN4-2A

Effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies

Create a package explaining how to build and program a robot to achieve a specific purpose. This package should include a video, photographs and textual instructions.

Use Language EN4-3B

Uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts

Document a set of instructions to explain how to operate or make changes to a current program or to operate a robot to complete a specific task

Use language EN4-4B

Makes effective language choices to creatively shape meaning with accuracy, clarity and coherence

Document a set of specific and elaborate instructions, using several forms of communication to explain how to operate or make changes to a current program or to operate a robot to complete a specific task

Learn and reflect EN4-9E

Uses, reflects on and assesses their individual and collaborative skills for learning

Self-assess a project which involved designing, building and documenting a robot for a specific purpose.

Peer assess a robot collaborative project they have been involved in.


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Technology (Mandatory)



4.1.1 applies design processes that respond to needs and opportunities in each design project

Design a robot to investigate Hooke’s Law using a spring and a light or ultrasonic sensor.

4.2.1 generates and communicates creative design ideas and solutions

Provide and document alternative solutions to a robot project such as a Mars Rover which takes light and temperature readings in a remote location

4.5.1 applies management processes to successfully complete design projects

Assign students into groups and give them a design challenge using the robots to solve a problem such as mapping an area in the room based on how often the touch sensor ‘feels’ obstacles. Ensure part of the assessment criteria includes assessing processes for completing the project.

4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project

Set a robot design challenge that addresses a real need in the school such as measuring the temperature and light levels for the plants in the school garden.

4.6.1 applies appropriate evaluation techniques throughout each design project

As part of a robot design project, such as those described above, task the students with evaluating the success of each stage of their design.


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Design and Technology



4.1.2 describes and follows a process of design when developing design ideas and solutions

Students use a formal design process to identify ways to develop a device to track how the length of shadows change during the day

4.4.1 identifies innovative, enterprising and creative design ideas and solutions

Following the design process identified above, students develop innovative ideas and solutions to the shadow length problem.

4.5.1 communicates design ideas and solutions using a range of techniques

Students document and present their completed robot design project to their peers.


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Stage 5 Links Science




Appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them

Students investigate the role of robots in society and how their use has impacted on people.


Shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures

Students investigate how robots can provide sustainable solutions to environmental problems.


Demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science and technology, including ethical considerations

Students prepare a report either individually or collaboratively on the use of robots in healthcare including ethical considerations.


Produces a plan to investigate identifies questions, hypotheses or problems, individually or collaboratively

Students design a robot and a set of experiments using the robot and the Data Logger that will investigate scientific phenomena. One such investigation could be to determine melting points of different materials using the temperature sensor.


Undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively

Carry out the experiments designed in the previous step using the robot and the Data Logger to take measurements, such as the temperatures of different materials in order to identify the melting points.


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Processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions

Students process and analyse the data they collected in the Data Logger in the previous activity and develop evidence-based conclusions about the data.


Applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems

Students design a baby monitor using a Lego robot and a sound sensor that will alert parents when a baby is crying.


Presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations

Students prepare a report using scientific language describing the design and operation of their baby monitor.


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Information Software and Technology (IST)



Core Content Design, Produce, Evaluate 5.2.1

describes and applies problem-solving processes when creating solutions

Design a robot that will monitor how many people walk through a door.


designs, produces and evaluates appropriate solutions to a range of challenging problems

Come up with several different designs using a robot to monitor water level using light or ultrasonic sensors.


critically analyses decision-making processes in a range of information and software solutions

Prepare a report comparing the different alternative different designs for the robot water monitor and explain which is the best design.

Core Content Software 5.1.1

selects and justifies the application of appropriate software programs to a range of tasks

Prepare a robot describing how the Lego Mindstorms Software works and possible applications it can be used for.

Core Content Software 5.2.2


Design a LEGO Mindstorms program for the door monitoring robot.

Core Content Hardware 5.1.2

selects, maintains and appropriately uses hardware for a range of tasks

Use robot sensors to program a line following robot.


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Elective Content Robotics & Automated Content 5.2.1


Design a robot that will colour sort bricks using the colour/light sensor.



Document alternative solutions to your colour sorting robot designed above commenting on their strengths and weaknesses.



Document the decision-making processes used in designing your colour sorting robot.

Elective Content Software Development & Programming 5.2.1


Design a ‘game of chance’ such as rock, paper scissors using the lego robot and the random number generator.



Implement the chance game using the lego robot, documenting and evaluating the project in a formal report.



Present to your peers your decision making process in designing and implementing your chance game.


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Design and Technology



5.1.1 analyses and applies a range of design concepts and processes

Develop a design for a CSI-robot that will investigate staged crime scenes and gather evidence.

5.1.2 applies and justifies an appropriate process of design when developing design ideas and solutions

Ensure students follow a rigorous design process when developing their CSI robot.

5.4.1 develops and evaluates innovative, enterprising and creative design ideas and solutions

Students come up with creative solutions for their CSI robot.

5.5.1 uses appropriate techniques when communicating design ideas and solutions to a range of audiences

Students formally document their CSI robot designs and present their solutions to their peers and teachers and the fictional Manager of a CSI lab considering purchasing one of these robots.


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Stage 5.1 Links Mathematics



Working Mathematically Communicating MA5.1-1WM

Uses appropriate terminology, diagrams and symbols in mathematical contexts

Students empirically determine the value of Pi using the robot and known wheel radius and explain using mathematical terminology.

Working Mathematically Problem Solving MA5.1-2WM

Selects and uses appropriate strategies to solve problems

Design an experiment using a robot to investigate the relationship between acceleration and distance travelled

Working Mathematically Reasoning MA5.1-3WM

Provides reasoning to support conclusions that are appropriate to the context

Document the findings on the relationship between acceleration and distance travelled in the context of the previous experiments.

Number & Algebra

Non-Linear Relations MA5.1-7NA

Graphs simple non-linear relationships

Graph exponential increases in acceleration, using a light sensor, due to changing weight, slope or friction

Measurement & Geometry Numbers of Any Magnitude

MA5.1-9MG

Interprets very small and very large units of measurement, uses scientific notation and rounds to significant figures

Use robot light sensors to detect small changes in reflected light as the robot travels along different surfaces.


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MA5.1-12SP

Uses statistical displays to compare sets of data and evaluates statistical claims made in the media

Students record temperature readings overnight and compare differences in their datasets with their peers using simple statistical measures.


Probability

MA5.1-13SP

Calculates relative frequencies to estimate probabilities of simple and compound events

Program a robot to simulate the throwing of a dice and use the data logger to record the results. Investigate the likelihood of more complex outcomes such as throwing an odd number, etc..


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Working Mathematically Communicating MA5.2-1WM

Selects appropriate notations and conventions to communicate mathematical ideas and solutions

Students empirically determine the value of Pi using the robot and known wheel radius and explain using mathematical terminology.

Working Mathematically Problem Solving MA5.2-2WM

Interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems

Compare the time it takes robots with different gear ratios to travel 1 meter. Determine the ‘best’ gear combination for a particular situation.

Working Mathematically Reasoning MA5.2-3WM

Constructs arguments to prove and justify results

Document your findings from the previous experiment explaining why the best gear combination is the fastest.

Number & Algebra

Rates & Ratios MA5.2-5NA

Recognises direct and indirect proportion and solves problems involving direct proportion

Use gears to proportionally speed up or slow down the motor

Measurement & Geometry Right-Angled Triangles (Trigonometry)

MA5.2-13MG

Applies trigonometry to solve problems, including problems involving bearing

Use trigonometry and degrees to turn and control the robot Investigate using the gyro sensor to measure how many degrees the

robot has turned.


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Measurement & Geometry Properties of Geometrical Figures

MA5.2-14MG

Calculates the angle sum of any polygon and uses minimum conditions to prove triangle are congruent or similar

Students program the robot to move in the shape of any polygon using angles, loops, etc



MA5.2-15SP

Uses quartiles and box plots to compare sets of data and evaluates sources of data

Students record temperature readings overnight and compare differences in their datasets with their peers using quartiles and box plots.


Bi-Variate Data Analysis

MA5.2-16SP

Investigates relationships between two statistical variables, including their relationship over time

Using a robot, investigate the relationship between speed and acceleration over time.


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Number & Algebra

Rates & Ratios MA5.3-4NA

Draws interprets and analyses graphs of physical phenomena

Design a robot to investigate Hooke’s Law using a spring and a light or ultrasonic sensor. Graph and interpret the results.

Number & Algebra

Non-Linear Relationships MA5.3-9NA

Sketches and interprets a variety of non-linear relationships

Use a robot and data logger to measure the period of a pendulum and graph the relationship between the period and the length of the string



MA5.3-18SP

Uses standard deviation to analyse data

Students time their robots in moving a certain distance and then the class compares the results using standard deviation.


Bi-Variate Data Analysis

MA5.3-19SP

Investigates the relationships between numerical variables using lines of best fit and explores how data is used to inform decision-making processes

Design a robot to investigate Hooke’s Law using a spring and a light or ultrasonic sensor. Graph the results and determine the line of best fit to estimate the constant.


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Stage 5 Links English



Communicate EN5-2A

Effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies

Prepare a design brief for a CSI robot that can investigate a crime scene and collect evidence incorporating images, video and text.

Use Language EN5-3B

Selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning

Analyse your CSI robot design brief, identifying language forms, features and structure describing how they affect the meaning of the text.

Use language EN5-4B

Effectively transfers knowledge, skills and understanding of language concepts into new and different contexts

Prepare build instructions for your CSI robot so that a novice user could reproduce your build. Should include step by step visual instructions.

Robotics Education Learning Links - Home - Macquarie · PDF filePiagets social constructivism...

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